WHITE'S OUTLINE STUDIES 



IN THE 



HISTORY OF THE 



UNITED STATES 



E 
W^5 



NEW YORK • CINCiMNATl • CHICAGO 
AMEmCAN BOOK COMPANY 



LIBRARY OF CONGRESS. 






UNITrD STATKS OF AMl'RICA. 




PUPILS' OUTLINE STUDIES 



IN THE 



HISTORY OF THE 



UNITED STATES 



FRANCIS H. WHITE, A.M. 

PROFESSOR OF HI. lY AND POLITICAL SCIENCE, KANSAS STATE AGRICULTURAL COLLEGE 




^^i(ri-aj{y 



NEW YORK ♦ CINCINNATI ♦ CHICAGO 

AMERICAN BOOK COMPANY 

1895 



Coi'YKIGHT, 1895, BY 

AMERICAN BOOK COMPANY 



White's Outline Hist. 






CONTENTS. 

PAGE 

INTRODUCTION AND SUGGESTIONS 5 

Supplementary Reading 6 

THE INDIANS 9 

DISCOVERY AND EXPLORATION 11 

Columbus 11 

Table for Discoveries and Explorations 14 

Map I. Discoveries and Explorations 16 

A Noteworthy Act 17 

Three Great Inventions ............ 19 

COLONIZATION 21 

Settlement of Virginia 21 

Settlement of Massachusetts 24 

Table for Colonies ............. 27 

Map II. Colonies ............. 29 

Table for Colonial Wars ............ 30 

Map III. Colonial Wars 32 

A Noteworthy Act ............. 33 

Illustrations of Colonial Life .......... 35 

Government, Local and Colonial 37 

THE DEVELOPMENT OF NATIONALITY 39 

National Government before and during the Revolution . . . . .39 

Revolutionary War ............. 42 

Map IV. Revolutionary War 44 

A Noteworthy Act 45 

National Government after the Revolution . 47 

George Washington 51 

3 



PAGE 

MILITARY HISTORY 54 

Table for Tripolitan War ........... 54 

Table for War of 181 2 54 

Map V. War of 1812 56 

A Noteworthy Act 57 

Table for Indian Wars ............ 60 

Table for Mexican War ............. 60 

Map VI. Mexican War 62 

A Noteworthy Act .............. 63 

The Civil War 66 

Map VII. Civil War 68 

A Noteworthy Act ............. 69 

Abraham Lincoln .............. 72 

THE PROGRESS OF CIVILIZATION 75 

Table for Art, Education, History, Literature, Science . . . . -75 
Table for Inventions ............. 77 

Illustrations of Improvements in Civilization 78 

Table for Agriculture, CoxMmerce, Fishing, Lumbering, Manufacturing, Mining 82 

Map VIII. Growth of Territory 84 

Chart for Growth of Population .......... 85 

Map IX. Admission and Population of States, and Growth of Cities . . .86 

POLITICAL HISTORY 87 

Table for Political Parties and Principles ........ 87 

Chart for Political Parties and Events 89 

The Monroe Doctrine 94 

The Question of Internal Improvements ........ 96 

The Slavery Question . . . ... . . . . . . . -98 

The Tariff Question loi 

The Money Question ............. 104 

The Civil-Service Question 107 

OUR FLAG AND ITS DEFENDERS no 



INTRODUCTION AND SUGGESTIONS. 

THIS book is intended to supplement the standard school histories, and has therefore 
been adapted to them as far as possible. Originality is not claimed for all of the 
methods here employed ; quite a number of them have been successfully used by teachers 
for a long time. These outlines, however, present a systematic combination of devices, 
old and new, the whole so arranged as to be easily used. Students are required to locate 
places, trace routes, follow lines of development, make pictures of objects illustrating civiliza- 
tion, write out opinions, and classify knowledge. Such work aids the memory, the imagina- 
tion, and the judgment ; it cultivates neatness and orderly arrangement of material. 

As the text-books invariably attempt to weave together the various phases of our com- 
plex civilization, it seemed best to give another view by disentangling the threads. 

Perhaps a few words by way of suggestion will be of assistance : — 

Maps. — Directions are placed on each map, but it would be well for the teacher to give 
in advance some explanation of what is required. Insist on the use of the colored pencils 
(a box can be obtained for five cents that will be sufficient for several students), and require 
all writing on the maps and elsewhere to be small, neat, and in ink. 

Tables. — These give practice in condensing material and picking out essentials; when 
completed, they present a good general view of the subject. 

Biographical Sketches. — Only three are provided for, but others could well be added. It 
will be seen that in all cases the outlines call for both facts and opinions. The paragraphs 
of the essay should be numbered to correspond with the outline. 

Pictures. — The text-books contain many of the required pictures, and they may also be 
found in dictionaries, encyclopedias, and some in newspapers and advertising circulars. It is 
recommended that tracings be made on transparent paper, and neatly pasted in the proper 
place in this book. Of course, written descriptions could be substituted for some of the 
pictures. Drawing compels attention to details, and insures exact knowledge. 

Studies of Political Questiotis. — It is certainly desirable to obtain a bird's-eye view of the 
great questions that have been so influential in our political history. The outlines do not 
call for discussions, but facts, and a non-partisan treatment should be encouraged. 

Supplementary Reading. — These outlines can be used with good results, even if no other 
history than the school text-book is available for reference. Better results could be secured 
if an encyclopedia were at hand. Of course, it would be best, both for teacher and pupil, 
if access could be had to the authorities recommended. No doubt some of these works are 
beyond the comprehension of the more immature minds, but the teacher and older pupils 

-5 



will find them helpful. The books mentioned in the accompanying list are of recognized 
merit, and will be found very useful in a school library. Pupils should be taught the use 
of the index in looking up data in any work. 

A number of poems and historical novels have been so arranged as to accompany the 
progress of events. Teachers will find that the reading in class of a poem, an extract from 
an historical novel, or an eloquent passage from a speech, will often arouse or increase the 
interest. The " Library of American Literature " contains many excellent extracts from 
writers and speakers of the different periods, that might be read to the class with profit and 
pleasure. 

CHIEF AUTHORITIES, 



Winsor'S Narrative and Critical History of America, 
8 V. (Boston : Houghton, Mifflin, &^ Co.) A 
work for teachers and advanced students. The 
critical notes on the "sources" are especially 
valuable. 

Bancroft's History of the United States, 6 v. (New 
York : D. Appleton &^ Co.) Eloquent and full, 
but extends only to 1789. 

Parkman's Histories : Pioneers of France in the New 
World ; The Jesuits in North America in the 
Seventeenth Century ; La Salle and the Discovery 
of the Great West ; The Old Regime in Canada ; 
Count Frontenac and New France under Louis 
XIV. ; The Conspiracy of Pontiac and the Indian 
War after the Conquest of Canada, 2 v. ; Montcalm 
and Wolfe; The Oregon Trail — Sketches from 
Prairie and Rocky Mountain Life ; A Half Century 
of Conflict, 2 V. (Boston : Little, Browti, &^ Co.) 

Palfrey's History of New England, 5 v. (Boston: 
Little, Brown, &^ Co.) 

HiLDRETH'S History of the United States, 6 v. Ex- 
tends to 1820. (New York : Harper Brothers.) 

McMaster's History of the People of the United 
States. (New York : D. Appleton &= Co.) Spe- 
cial attention given to dress, occupations, amuse- 
ments, literature, manners, and morals. Com- 
mences at 1789, and will go to the Civil War. 

Schouler's History of the United States of America 
under the Constitution, 5 v. (New York : Dodd, 
Mead, &^ Co.) Vigorous in style, impartial in the 
treatment of political matters. Covers the period 
from 1783 to 1 86 1. 

Adams's History of the United States, 9 v. (New 
York : Charles Scribners Sons.) Deals mainly 
with political affairs. Extends from 1801 to 1817. 

Lalor'S Cyclopaedia of Political Science, Political 



Economy, and of the Political History of the 
United States, 3 v. (New York : C E. Merrill &^ 
Co.) Very useful. Articles on United States his- 
tory by Alexander Johnston, especially valuable. 

Frothingham'S Rise of the Republic. (Boston : 
Little, Brown, &^ Co.) Traces the development of 
national government. 

Howard's Local Constitutional History of the United 
States, 2 V. (Baltimore : Johns Hopkins Press.) 
Traces the development of local government. 

VON Holst's Constitutional History of the United 
States, 4 V. (Chicago : Callaghan.) A thorough 
study, extending from 1750 to 1854. 

Bryce's American Commonwealth, 2 v. (New York : 
Alacviillan &r^ Co.) An excellent account of the 
government and political forces and methods. 

Old South Leaflets. (Boston : D. C. Heath <&-» Co.) 
Important original documents reprinted in a con- 
venient form for study. Some of them are : The 
Constitution of the United States ; The Declara- 
tion of Independence ; Lincoln's Inaugurals ; 
Charter of Massachusetts Bay. 

Historical Classical Readings, with Introductions 
and Explanatory Notes. (New York : Effing- 
ham, Maynard, &^ Co.) For classes in history, 
reading, and literature. 

Jameson's Dictionary of United States History, 1492 
-1894. (Boston : Puritan Publishing Co.) A 
large number of topics connected with United 
States history are concisely treated. Convenient 
for rapid reference. 

Foster's References to the History of Presidential 
Administrations, 1789-1885. (New York : Society 
for Political Education) Under each adminis- 
tration is given a list of the most helpful works, 
accompanied by brief explanations and criticisms. 



6 



INTERESTING AND INSTRUCTIVE READING. 



Short's North Americans of Antiquity. (New York: 
Harper Brothers^ 

Abbott's Primitive Industry. (Salem, Mass. : G. A. 
Bates:) 

Catlin'S North American Indians, 2 v. (London : 
Henry G. Bohn.) 

Bancroft's [H. H.] Native Races of the Pacific 
States, 5 V. (San Francisco : Baticroft.) 

Jackson's [Helen Hunt] A Century of Dishonor. 
(New York : Harper Brothers^) 

Irving's Life and Voyages of Christopher Colum- 
bus, 3 V. (New York : G. P. Putnajn's Sons.) 

Fiske's The Discovery of the New World. (Boston : 
Houghton, Mifflin, &^ Co.) 

Prescott's History of the Conquest of Mexico, 3 v. ; 
Conquest of Peru, 2 v. (Philadelphia : Lippin- 
cott &^ Co.) 

Towle'S Voyages and Adventures of Drake the Sea- 
King ; Exploits and Voyages of Raleigh. (Boston : 
Lee Qr' SJiepard.) 

Higginson's Young Folks' Book of American Explor- 
ers. (Boston : Lee S^ Shepard.) 

Drake's The Making of New England ; The Making 
of Virginia and the Middle Colonies ; The Making 
of the Great West. (New York : Charles Scrih- 
ner's Sons.) 

Eggleston's History of the United States and its 
People. (New York : American Book Co.) 

Coffin's Old Times in the Colonies ; Boys of '76. 
(New York : Harper Brothers.) 

Lodge's Short History of the English Colonies. (New 
York : Harper Brothers.) 

Brayman's Daring Deeds of American Heroes. 
(Philadelphia : Porter 6^ Coates.) 

Sloane's The French War and the Revolution. (New 
York : Charles Scribner s Sotts.) 

Fiske's The War of Independence. (Boston : Hough- 
ton, Mifflin, Or' Co.) 

Abbott's Life of Paul Jones. (New York : Dodd, 
Mead, &^ Co.) 

Coffin's Building of the Nation. (New York : Harper.) 

Fiske's Critical Period of American History. (Bos- 
ton : Houghton, Mifflin, Qr' Co.) 

Johnston's History of American Politics. (New 
York : Henry Holt &> Co.) 

Hinsdale's The Old Northwest. (New York : 
Towtisend MacCoun.) 



Roosevelt's The Winning of the West and South- 
west from the AUeghanies to the Mississippi, 
1769-83, 2 V. (New York : G. P. Putnam's Sons.) 

CoUES's History of the Lewis and Clarke Expedition. 
(New York : Francis P. Harper.) 

Knox's Life of Robert Fulton. (New York : G. P. 
Putnam's Sons.) 

Lossing's Field Book of the War of 1812. (New 
York : Harper Brothers?) 

Roosevelt's The Naval War of 1812. (New York: 
G. P. Put7iam's Sons.) 

Benton's Thirty Years in the United States Senate, 
1 82 1-5 1, 2 V. (New York : L>. Appleton &^ Co.) 

Garrison's Life of William Lloyd Garrison. (New 
York : The Centt(ry Co.) 

Prime's Life of S. F. B. Morse. (New York : D. 
Appleton Gr^ Co.) 

Wilcox's History of the Mexican War. (Washing- 
ton : Church Publishing Co.) 

Grant's Personal Memoirs, 2 v. (New York : C L. 
Webster &^ Co.) 

NiCOLAY and Hay's Abraham Lincoln. (New York : 
The Century Co.) 

Campaigns of the Civil War, 13 v. ; The Navy in the 
Civil War, 3 v. (New York : Charles Scribner s 
Sons.) 

The Century War Book. (New York : The Cen- 
tury Co.) Admirable accounts of the important 
events of the war by men who took part in 
them. 

Coffin's Boys of '61. (Boston : Estes &^ Lauriat.) 

Cooke's Life of General Robert E. Lee. (New York : 
D. Appleton &-> Co.) 

Barton's Life of Horace Greeley. (Boston : Hough- 
ton, Mifflin, &^ Co.) 

Wilson's History of the Rise and Fall of the Slave 
Power, 3 V. (Boston : Houghton, Mifflin, &^ Co.) 

Seward's Diplomatic History of the War for the 
Union. (Boston : Houghton, Mifflin, &» G>.) 

American Statesmen Series. Edited by John 
T. Morse, Jr. (Boston : Houghton, Mifflin, &' Co.) 
Biographies of prominent Americans by well- 
known writers. 

American Commonwealth Series. Edited by 
Horace E. Scudder. (Boston: Houghton, Mifflin, 
Gr' Co.) Short histories of the States of the Union 
by well-known writers. 



Blaine's Twenty Years of Congress, 2 v. (Norwich, 
Conn. : Henry Hill Publishing Co.) 

The First Century of the Republic. (New York : 
Harper Brothers.) A review of progress — me- 
chanical, agricultural, commercial, etc. — from 
1776 to 1876. 

Fiske's American Political Ideas, viewed from the 
Standpoint of Universal History. (New York : 
Harper Brothers) 

Sumner's History of American Currency. (New 
York : Hetiry Holt b^ Co.) 



Taussig's Tariff History of the United States. (New 
York : G. P. Putnam's Sons.) 

Stedman and Hutchinson's Library of American 
Literature, 11 v. (New York : IV E. Benjamin.) 
Extracts interesting as literature, helpful as his- 
tory. 

Methods of Teaching History. Edited by G. 
Stanley Hall. (Boston : D. C. Heath &^ Co.) 

Hinsdale's How to Study and Teach History. (New 
York : D. Appleton £^ Co.) 



POETRY AND FICTION. 



Lowell's A Chippewa Legend. 

Cooper's Leather Stocking Tales. 

Whittier's The Bridal of Pennacook ; MoggMegone. 

Jackson's [Helen Hunt] Ramona. 

Longfellow's Hiawatha. 

Lowell's The Voyage to Vinland. 

Whittier's The Norsemen. 

Longfellow's The Discoverer of the North Cape ; 
The Skeleton in Armor. 

Lowell's Columbus. 

Tennyson's Columbus. 

Barlow's Vision of Columbus. 

Hemans'S [Mrs.] Landing of the Pilgrim Fathers. 

Longfellow's The Courtship of Miles Standish ; 
Evangeline ; New England Tragedies. 

Hawthorne's Endicott and the Red Cross, The 
Gray Champion, in Twice Told Tales ; Grand- 
father's Chair ; House of Seven Gables; The Scar- 
let Letter. 

Whittier's The Pennsylvania Pilgrim ; Pentucket ; 
The Exiles. 

Holmes's Robinson of Leyden. 

Irving's Wolfert's Roost, Rip Van Winkle, in Sketch 
Book. 

Thackeray's Virginians. 

Emerson's Concord Hymn. 

Bryant's Washington. 

Halleck's Wyoming. 

Bryant's Seventy-Six. 

Longfellow's Paul Revere 's Ride. 

Bryant's Song of Marion's Men ; The Green Moun- 
tain Boys. 

Holmes's Grandmother's Story of Bunker Hill 

Battle. 
Cooper's The Spy ; The Pilot ; Lionel Lincoln. 
Hawthorne's Septimius Felton. 



American War Ballads and Lyrics. Edited by 
George Cary Eggleston. (New York : G. P. Put- 
nam's Sons.) 

Lowell's Lines suggested by the Graves of two Eng- 
lish Soldiers on Concord Battle Ground. 

Key's The Star-Spangled Banner. 

Longfellow's The Slave in the Dismal Swamp ; The 
Slave singing at Midnight; The Witnesses. 

Whittier's Tiie Angels of Buena Vista ; Voices of 
Freedom ; Song of Slaves in the Desert; Rendi- 
tion of Anthony Burns. 

Lowell's The Present Crisis ; Ode to William Lloyd 
Garrison ; The Biglow Papers ; On the Capture of 
Fugitive Slaves near Washington. 

Stowe's [Harriet Beecher] Uncle Tom's Cabin ; 
Dred. 

Whittier's The Kansas Emigrants ; Brown of Ossa- 
watomie ; Barbara Frietchie. 

Holmes's Union and Liberty. 

Longfellow's The Cumberland. 

Beers'S The Picket Guard. 

Root's Tramp, Tramp, Tramp ; Rally round the Flag. 

Stedman's Gettysburg. 

Work's Marching through Georgia. 

Howe's Battle Hymn of the Republic. 

Read's Sheridan's Ride. 

Bryant's The Death of Slavery. 

Lowell's Abraham Lincoln ; Commemoration Ode. 

Stoddard's Abraham Lincoln. 

Finch's The Blue and the Gray. 

Shaw's Red, White, and Blue. 

Bret Harte's What the Engines Said. 

Longfellow's The Revenge of Rain-in-the-Face ; 
The Building of the Ship. 

Whittier's Centennial Hymn. 

Smith's America. 



THE INDIANS. 
Describe an Indian's appearance. 



What can you say of his 
Strength ? 
Skill ? 

Endurance ? 
Love of adornment ? 
Cheerfulness? 
Honesty? 
Truthfulness ? 

Make a picture of an Indian wigwam. 



Suggestions to Teacher and Scholars. — Read an Indian legend or poem in class. Be prepared to tell some 
story about the Indians that you have heard from others. Try to visit some Indians in the neighborhood, or their mounds or 
remains. Bring to class some relics, — arrowheads, beadwork, wampum, etc. Be ready to tell ten rivers, towns, etc., that 
bear Indian names, and, if possible, e.xplain their meaning. 

9 



Describe some of their methods of cookine. 



State their chief occupations. 



What things were they skillful in making? 



Draw pictures of weapons used by the Indians before they obtained firearms from the 
white men. 



Name the articles of trade between the white men and Indians. 



Make a list of ten important tribes, and be ready to point out on the map where they 
were located during Colonial times. 



Where are Indians now located? 



What is being done to civilize them ? 



lo 



DISCOVERY AND EXPLORATION. 



COLUMBUS. 



Write an essay about Columbus, telling,- 

1. When and where he was born. 

2. Who his parents were. 

3. Where he received liis education, and how much 
he had. 

4. All you can learn of his life up to tlie time of 
coming to the Spanish court. 

5. What led him to think the earth was round, and 
that by sailing west he would come to India. 

6. What made other people think he was wrong in 
this opinion of the earth. 

7. His reasons for desiring to discover new lands 
and a new route to India. 



8. His treatment at the Spanish court. 

9. The number and size of the ships in which he 
sailed. 

10. Incidents of the voyage. 

11. Appearance of the people and country he 
found. 

12. Incidents of his other voyages. 

13. His treatment by Ferdinand. 

14. Date of death. 

15. Your opinion of his character and ability. 
Illustrate your essay with a picture of one of the 

ships in which Columbus sailed. 



{^References. — Fiske's The Discovery of the New World ; Irving's Life of Columbus ; Winsor's Narrative and Crit- 
ical History of America, vol. ii.] 



II 



Fill out blaiiTc spaces, thus making a 

TABLE FOR DISCOVERIES AND EXPLORATIONS. 



Vkak. 



Namk. 



Nationality of 
Expedition. 



Leif. 



Columbus. 



John Cabot. 



Sebastian Cabot. 



Ponce de Leon. 



Balboa. 



Cortez. 



Masfellan. 



Narvaoz. 



Pizarro. 



Carticr, 



De Soto. 



PuKPOSK OF Expedition. 



14 



TABLE FOR DISCOVERIES AND EXVhORAT WNS. — Co>n/it(/a/. 



Year. 


Name. 


Nationality of 
Expedition. 


Purpose of Expedition. 




Coronado. 








Cabrillo. 








Drake. 








Raleigh. 




' 




Champlain. 








Hudson. 








Marquette and 








Joliet. 








La Salle. 








Behring. 








Lewis and 






• 


Clarke. 








Fremont. 







A NOTEWORTHY ACT. 

Describe in your own words some noteworthy act of one of the explorers or discoverers ; 
for example, La Salle's exploration of the Mississippi. 

\^References. — Parkman's I, a Salle and the Discovery' of the Great West ; Bancroft's History of the United States, 
vol. ii., chap, x.] 



17 



THREE GREAT INVENTIONS. 
Mariner s Compass. 
How did the sailors find their way before they obtained the compass? 

When was the compass introduced into Europe? 
Make a picture of the compass. 



Briefly describe how it works. 



Of what use is it to the sailor? 



Of what use to the land explorer? 



Gunpowder. 
What weapons did soldiers use before the invention of firearms? 

Draw a picture of the weapon whose place the gun took. 



19 



When did gunpowder come into use in Europe? 

Draw a picture of the guns used by the explorers and discoverers of America. 



How did they aid in the conquest of America? 



Printing. 

How did people make records, and how did they multiply them, before the invention of 
printing and the improvements in the manufacture of paper? 



When and where was printing invented ? 



What improvements were made in the manufacture of paper about the time of the 
invention of printing? 



Why was it fortunate that these inventions were in use at the time of the discovery of 
America ? 



20 



COLONIZATION. 



SETTLEMENT OF VIRGINIA. 



Write an account of the first settlement of Virginia, telling, 



1. Previous history of settlers. 

2. Names of the leaders. 

3. Reasons for emigration. 

4. Character of the colonists. 

5. Distance from nearest colonv of white people. 



6. Hardships endured. 

7. Important events in early history. 

8. Changes in their government. 

9. Chief occupations. 

10. Causes, events, and results of Bacon's Rebellion. 



{^References. — Bancroft's History of the United States, vol. i., chaps, vi., vii., viii., ix. ; Winsor's Narrative and 
Critical History of America, vol. iii., chap, v.] 



21 



SET1I,EMENT OF MASSACHUSETTS. 



Write an account of the first settlement of Massachusetts, teUinj^j, — 



Previous history ot ihe Pilgrims. 
Names of the leaders. 
Reasons for emigration. 
Character of the Pilgrims. 
Nature of their government. 
Chief occupations. 



7. Distance from the nearest colony of white people. 

8. Hardships endured and important events in early 
history. 

g. By whom, when, and under what conditions, 
settlements were made at Salem, Charlestown, and 
Boston. 



[/^e/ere/icfs.—tiAm:ROVT'ii History of the United States, vol. i., chaps, xii., xiii., .xiv. ; Winsor's Narrative and 
Critical History of .\merica, vol. iii., chap, ix.; Drakk's The Making of New England.] 



24 



TABLE FOR COLONIES. 



Name, Place, and Date. 


Nationality. 


Government. 


Religion. 


Reason for 
Settlement. 


Virginia, 


English. 


Commercial Co. 


Church of 


Mining, 


Jamestown, 1607. 






England. 


Commerce. 


Massachusetts. 










New Hampshire. 










New York. 










Maryland. 










Connecticut. 










Rhode Island. 










Delaware. 











27 



TABLE FOR COLOlSilES. — Com/nded. 



Name, Place, and Date. 


Nationality. 


Government. 


Religion. 


Reason for 
Settlement. 


North Carolina, 






• 




New Jersey. 










South Carolina. 










Pennsylvania. 










Georgia. 










New Mexico. 








« 


Florida- 








1 


Canada. 










The Ohio Valley. 











28 



TABLE FOR 



Name and Date. 


Causes. 


King Philip's. 




King William's. 

1 




Queen Anne's. 




King George's. 




French and Indian. 





Countries and Chief Actors. 



COLONIAL WARS. 



Chief Events by Years. 



Results. 



31 



A NOTEWORTHY ACT. 

Describe a noteworthy act that occurred during the French and Indian War; for example, 
Wolfe's taking of Quebec. 

^References. — Bancroft's History of the United States, vol. ii., chap. xiv. ; Parkman's Montcalm and Wolfe.] 



33 



ILLUSTRATIONS OF COLONIAL LIFE. 



Make pictures of 

A ''block house." A log cabin used by settlers. 



The house of a Southern planter. (Mount Vernon.) 



35 



A New England house. A Dutch house. 



Some kitchen utensils. 



A spinning wheel. An old-fashioned chair. 



Suggestions to Teacher and Scholars. — Read in class some poems on Colonial life or descriptions of Colonial 
customs. Bring to class some relics, — articles of clothing, ornaments, money, books, etc.,— and, if possible, visit build- 
ings erected during this period. Talk about the hardships, perils, and pleasures of the trappers, traders, and hrst settlers in 
Kentucky, western Pennsylvania, and Ohio. 

36 



GOVERNMENT. 
Local Governvient. 

Describe briefly how towns were governed in Massachusetts and other New England 
Colonies. 



How were counties croverned in Virginia and other Southern Colonies ? 



How were towns and counties governed in Pennsylvania and other Middle Colonies ? 



What matters did these local assemblies attend to ? 



For what purposes did they raise money by taxation? 



Colonial Government. 
In each Colonial government what was the chief duty of the Assembly? 

What was the chief duty of the governor? 



37 



What was the duty of the courts? 



How did a legislative assembly differ from a town meeting? 



In what ways did delegates to Colonial assemblies obtain their positions? 



In what different ways did governors obtain ofifice in — 
Charter Colonies? 

Proprietary? 
Royal ? 
What matters did the Colonial Governments attend to? 



For what purposes did they raise money by taxation? 



[References. — Howard's Local Constitutional History of the United States; Hinsdale's American Government 
Fiske's Civil Government ; Macv's Our Government ; Thorpe's Government of the People of the United States.] 

38 



THE DEVELOPMENT OF NATIONALITY. 

NATIONAL GOVERNMENT BEFORE AND DURING THE REVOLUTION. 

Who managed the Colonies' relations with foreign countries, and gave them protection 
from foreign invasion, before 1776? 



What laws did the English Government make in regard to commerce and manufactures, 
that applied to all the Colonies? 



When and for what purpose did the English Government levy taxes on all the Colonies ? 

Why was this taxation resisted ? 

Now let us see how the Colonies learned to act together, and finally became one self- 
joverning nation. 

Give information on the following topics: — 

United Colonies of New England. 

Date. 

Colonies uniting. 

Purpose. 

Nature. 



39 



Defects. 

Why did it disappear ? 



[Between 16S4 and 1751 a number of congresses and conventions, composed of delegates from New York, Massachu- 
setts, and some other Colonies, met at New York, Albany, and elsewhere, to provide measures of defense against the 
Indians and French on the north and west. These congresses had no permanent organizations, but they accustomed the 
Colonies to think and act together.] 



Albany Plan of Union. 



Date. 
Purpose. 

Nature. 



Author. 



Why rejected by the Colonies? 



Why rejected by the English Government ? 



Date. 

Colonies represented. 

Purpose. 



Stamp Act Congress. 
Where held. 



What did it do? 



Date. 

Colonics represented. 



TJie First Continental Congress. 
Where held. 



40 



Purpose. 



What did it do ? 



TJic Second Continental Congress. 



Date. Where held. 

Colonies represented. 



Purpose. 



What national powers did it assume in regard to — 
Army and navy ? 



Raising money? 



Independence 



Foreicjn relations? 



[The Second Continental Congress continued until 17S1, when the new Congress under the Articles of Confederation 
took its place. During 1776-77 all the thirteen Colonies changed their Colonial governments into State governments. See 
Frothingham's Rise of the Republic, p. 563.] 

Suggestions to Teacher. — Read to the class a part or all of the Declaration of Independence. Ask the scholars 
to justify each of the charges against the King of Great Britain made in the Declaration. 

41 



REVOLUTIONARY WAR. 



Date. 

Causes (direct and indirect). 



Countries and chief actors. 
United States. 



France. 



England. 



42 



Chief events by years. 

1775- 

1776. 



1777. 



1778. 



1779. 



1780. 



1781. 



1782. 
1783- 

Results of the war, 



Suggestions to Teacher and Scholars. — Read in class some poems on the Revolution, or spirited descriptions of 
striking events. Obtain and show in class some relics of the Revolution. If possible, visit a battle-ground. 

43 



A NOTEWORTHY ACT. 



Describe a noteworthy act that occurred during the Revolution ; for example, Washing 
ton's crossing of the Delaware, and attack on the Hessians at Trenton, 

\_Referenct'. — Bancroft's History of the United States, vol. v., chap, vii.] 



45 



NATIONAL GOVERNMENT AFTER THE REVOLUTION. 

TJie A r tides of Confederation. 
When adopted by Congress and sent to the States for ratification? 
When ratified by the States? 
What provision was made for — 
A Legislative Department ' 



An Executive Department? 
A Judicial Department? 
Raising money? 

Regulating commerce between the States and with foreign countries? 
What were the great defects of the "Articles" as a national government? 



How were these defects shown during the period they were in force? 



[Notice difficulty in paying debts; commercial trouble between States (e.g., New York and New Jersey) ; Shays's 
Rebellion. See Fiske's Critical Period of United States History.] 

47 



TJie First Constitutional Convention, 
When ? Where ? 

Why a failure? 



The Second Constitutional Convention. 
When? Where? 

Who presided over the Convention? 
Names of five prominent delegates. 



What compromises were made in the Convention concerning- 
Small and larc^e States? 



Slavery? 



Say what you can of the struggle in the States between the Federalists and Anti-Fede: 
alists over the adoption of the Constitution. 



When did the government provided for by this Constitution commence operation ? 

48 



The Government of the Constitution. 
Legislative Department : Congress. 
Of whom is the Senate composed ? 

By whom are senators elected ? 

Term of office of senators. 
Presiding officer of the Senate. 

Of whom is the House composed? 

By whom are representatives elected ? 

Term of office of representatives. 
Presiding officer of the House. 

Powers and duties of Congress. 



Special duties of the Senate in relation to treaties. 

Appointments. 

Impeachment. 



Executive Department : President and Cabinet. 
By whom is the President elected ? 

Term of office of the President. 

49 



How do the members of the Cabinet obtain office? 



How long do they hold office? 



Chief duties of the President. 



Chief duties of the Cabinet. 

Under what circumstances does the Vice-President become President? 

Judicial Department : Supreme and Inferior Courts. 
How do the United States judges obtain office? 

How long do they hold office? 

Names of the courts inferior to Supreme Court. 

Chief duties of the courts. 



\References. — The United States Constitution; Bryce's American Commonwealth, vol. i.; Hinsdale's American 
Government ; Macy's Our Government ; Thorpe's The Government of the People of the United States.] 

Suggestions to Teacher and Scholars. — Talk to the class about the chief officers of the National Govern- 
ment and their duties. Find out the names of the present members of the Cabinet, Chief Justice of Supreme Court, senators 
from your State, Congressman from your district, and what national taxes are paid. Read portions of the Constitution to the 
class, or assign portions to be read by scholars. 

50 



GEORGE WASHINGTON. 



Write an ess:ay about Washington, telling, — 



1. When and where he was born. 

2. Who his parents were. 

3. Where he received his education, and how much 
he had. 

4. What you can learn of his Hfe before the Revolu- 
tion, that fitted him for his great work in that war. 



5. In what ways he was "first in war." 

6. In what ways he was "first in peace," especially 
as a statesman. 

7. What made him " first in the hearts of his 
countrymen." 

8. When he died, and where he is buried. 



[References. — Bancroft's History of the United States (see "Washington" in index) ; Irving's Georo-e Washing- 
ton ; Schouler's History of the United States, vol. i.; Lodge's George Washington.] 



51 



MILITARY HISTORY. 



Name and Date. 



Tripolitan. 



War of i8i2. 




Countries and Chief Actors. 



54 



TABLE FOR WARS. 



Chief Events by Years. 



Results. 



55 



A NOTEWORTHY ACT. 

Describe some noteworthy act that occurred during the War of 1812; for example, 
Perry's battle of Lake Erie. 

{^References. — Schouler's History of the United States, vol. ii. ; McMaster's History of the People of the United 
States, vols. iii. and iv. ; Roosevelt's Naval War of 1812.] 



57 



TABLE FOR 




WARS. — Cottduded. 



Chief Events by Years. 



Results. 



6i 



A NOTEWORTHY ACT. 



Describe some noteworthy act during the Mexican War : for example, the charge of the 
Mississippi regiment at the battle of Buena Vista; the storming of Chapultepec. 

\^Rcfere7ices. — Winsor's Narrative and Critical History of America, vol. vii., chap. vi. ; Wilcox's Mexican War.] 



63 



^ 



THE CIVIL WAR. 



Date. 
Causes. 



Chief actors. 
Union. 



Confederate. 



66 



Chief events by years. 
1861. 



i«62. 



1863. 



1864. 



1865. 



Results of the war. 



Suggestions to Teacher and Scholars. — Ask some old soldier to talk to the school about his experiences in 
the war. Sing " Rally round the Flag" or " Marching through Georgia." Read some interesting incidents of the war. 
Bring to the class relics of the battlefields, Confederate paper money, etc. 

6; 



A NOTEWORTHY ACT. 



Describe some noteworthy act or event during the Civil War. 

\References. — Century War Book, etc.] 



69 



ABRAHAM LINCOLN. 



Write an essay on the life of Abraham Lincohi, telling, — 



1. When and where he was born. 

2. Who his parents were. 

3. How he obtained his education. 

4. What in his previous life fitted him for his work 
as President. 



5. The great qualities of character he showed while 
President. 

6. When he was assassinated ; the reasons given 
for the act, and your opinion as to why his death was 
a ereat loss to the South as well as to the North. 



\_References. — Morse's Abraham Lincohi ; NicoLAY AND Hay's Abraham Lincoln ; Herndon's Life of Lincoln.] 



72 



THE PROGRESS OF CIVILIZATION. 

TABLE FOR ART, ETC. 



Names of Prominent Persons. 



Art. 

Benjamin West. 



Education. 



History. 



Birth and 
Death. 



1738-1820. 



Chief Work or Cause of Fame. 



Painting : " Death of Wolfe." 



75 



TABLE FOR ART, 'ETC. — Conchidi'd. 



Names of Prominent Persons. 



Literature. 



Science. 



Birth and 
Death. 



Chief Work or Cause of Fame. 



76 



TABLE FOR INVENTIONS. 



Name of Inventor. 



Inventions, 
Eli Whitney. 



Date of 
Invention. 



1793- 



Name of Invention. 



The Cotton Gin. 



17 



ILLUSTRATIONS OF IMPROVEMENTS IN CIVILIZATION. 

Make a picture of 

A sewincf machine. 



An open fireplace. A Franklin stove. 



A modern heatine stove. " A furnace. 



A candle. A lamp. 



78 



ILLUSTRATIONS OF IMPROVEMENTS IN ClY ILIZ AT IQ-N. — Continued. 
A gas light. An electric light. 



A harvester's cradle. A modern reaper. 



A flail. A modern thresher. 



A stagecoach. The first locomotive and cars. 



79 



ILLUSTRATIONS OF IMPROVEMENTS IN CIVILIZATION. — Cotitmued. 
A modern locomotive and cars. 



An early steamboat. A modern ocean steamer. 



An early hand printing press. A modern newspaper printing press. 



80 



ILLUSTRATIONS OF IMPROVEMENTS IN CIVILIZATION. — a>;ef^/^^^. 
A telegraph instrument. A telephone. 



A flint-lock musket. A modern rifle. 



The Brooklyn Bridge. 



Suggestions to Teacher and Scholars. — Interesting discussions may be had on the foregoing improvements, 
or others that may be thought of by the class. It is especially desirable to notice the effects of these improvements not only 
on comfort and commerce, but on government, society, and even morals. 

8i 



TABLE FOR AGRICULTURE, ETC. 

Directions. — Give a brief account of these great industries at each of the dates mentioned. Quote the figures of 
the United States Census when possible. Consult an encyclopedia ; " The First Century of the Republic." 




TABLE FOR AGRICULTURE, ETC. — Concluded. 



1790. 



1850. 



1S90. 



bX) 






3 



bx) 



bJD 



83 




84 



poi;i^"^_„- 






^V^ 



\o^--' 



GROWTH OF POPULATION, 



D'tRECTioNS. — Trace these lines 
with colored crayons as follows:- 

Total population purple 

'White II yellow 

Native White " blue 

Colored " green 

Foreign born " red 



/ 



-/ -H 






-f . y 






^ 



ro^^ 



{g^ 



Year 1790 1800 , 1810 



1850 



85 




86 



POLITICAL HISTORY. 

TABLE FOR POLITICAL PARTIES AND PRINCIPLES. 

{^References. — Johnston's American Politics ; Adams's, Schouler's, and McMaster's Histories ; Party platforms.] 



Name and Date. 

Federal, 
1 789- 1 820. 



Leaders. 



Hamilton, 
John Adams. 



Principles and Measures favored. 



Liberal construction of the Constitution so 
as to strengthen the National Government. 
Measures : Tariff, National Bank, Alien and 
Sedition Laws, War against France. 



87 



TABLE FOR POLITICAL PARTIES AND FRl-S CIFLES. — Conc/uded. 



Name and Date. 



Principles and Measures favored. 



88 



CHART FOR POLITICAL PARTIES AND EVENTS. 
{^References. — Same as preceding study.] 



George Washington. 


George Washington. 


John Adams. 


John Adams. 


John Adams. 


Thomas Jefferson. 


1789-93. 






Laws regulating commerce. 






Tariff Act of 1789. Na- 






tional Bank chartered. 






Ten Amendments to Con- 






stitution. Admission of 






North Carolina, Rhode 






I^and, Vermont, and 






Kentucky. 







Thomas Jefferson. 
Aaron Burr. 



Thomas Jefferson. 
George Clinton. 



James Madison. 
George Clinton. 



Directions. — WVite in the chief political events of each administration, following Washington's first as a model. 

Underscore the names of the Presidents and Vice-Presidents in the following way : Federal, purple ; Democratic- 
Republican, yellow ; National-Republican and Whig, blue ; Republican, green ; Democratic, red. 

Trace the party lines with the above colors, following the model of the Federal. Draw a line for each prominent 
party. Keep them about one eighth of an inch apart and parallel. Let each line begin when the party becomes promi- 
nent, and stop when it disappears. 

89 



CHART FOR POLITICAL PARTIES AND EVENTS. 



Contiuucd. 



James Madison. 
Elbridge Gerry. 


James Monroe. 
Daniel D. Tompkins. 


James Monroe. 
Daniel D. Tompkins. 


r 
















» 



John Quincy Adams. 
John C. Calhoun. 



Andrew Jackson. 
John C. Calhoun. 



Andrew Jackson. 
Martin Van Buren. 



90 



CHART FOR POLITICAL PARTIES AND EYE'NTS. — Conn mwc/. 



Martin Van Buren. 
Richard M. Johnson. 


William H. Harrison. 
John Tyler. 


James K. Polk. 
George M. Dallas. 















Zachary Taylor. 
Millard Fillmore. 



Franklin Pierce. 
William R. King. 



James Buchanan. 
John C. Breckinridge. 



91 



CHART FOR POLITICAL PARTIES AND EVENTS. — Continued. 



Abraham Lincoln. 
Hannibal Hamlin. 


Abraham Lincoln. 
Andrew Johnson. 


Ulysses S. Grant. 
Schuyler Colfax. 















Uly'sses S. Grant. 
Henry Wilson. 


Rutherford B. Hayes. 
William A. Wheeler. 


James A. Garfield. 
Chester A. Arthi'r. 















92 



CHART FOR POLITICAL PARTIES AND EVENTS. — Co>!r/i/ded. 



Grover Cleveland. 
Thomas A. Hendricks. 


Benjamin Harrison. 
Levi P. Morton. 


Grover Cleveland. 
Adlai E. Stevenson. 















93 



THE MONROE DOCTRINE. 



Write an account of this doctrine, telling, 

I. Who composed the Holy Alliance, and the rea- 
sons for believing it intended to interfere in American 
affairs. 



2. The exact words of President Monroe, stating how 
the United States would regard such interference. 

3. The importance and influence of this doctrine. 



^References. — Schouler's History of the United States, vol. iii., p. 2S7 ; Oilman's Life of Monroe, p. 156; Win- 
SOr's Narrative and Critical History of America, vol. viii., p. 362; Vox Holst's Constitutional History of the United 
States, vol. i., p. 419 ; and Lalor's Cyclopaedia of Political Science, etc., vol. ii., p. S98.] 



94 



THE QUESTION OF INTERNAL IMPROVEMENTS. 



Write a brief account of this question, telling, — 



1. What was meant by "internal improvements." 

2. The political parties that favored and opposed 
them, and their reasons for so doing-. 



3. What great internal improvements have been 
made by the National Government. 

4. When it disappeared as a party question. 



[^References. — Lakor's CyGlop3edia of Political Science, etc., vol. ii., p. 568; Schouler's History of the United 
States (see index) ; Vo.\ Holst's Constitutional History of the United States (see inde.x) ; Johnston's American Politics 
(see index).] 



9b 



THE SLAVERY QUESTION. 



Write a brief history of this question, telHng 



1. When and how American slavery began ; the 
feeling in regard to slavery, and the number of slaves, 
in the New England Colonies, Middle Atlantic Col- 
onies, and South Atlantic Colonies, just before the 
Revolution. 

2. The compromises on accouiU of slavery made 
in the Constitutional Convention of 1787. 

3. The nature of the Missouri Compromise, and 
why it seemed necessary. 

4. The work of the abolitionists, especially that of 
William Lloyd Garrison. 

5. What slavery had to do with the Mexican War. 



6. The nature of the Compromise of 1850, espe- 
cially the Fugitive Slave Act. 

7. The principle and purpose of the Kansas- 
Nebraska Act. 

8. What slavery had to do with the secession of 
the Southern States. 

9. The nature and object of the Emancipation 
Proclamation. 

10. The date and exact wording of the Constitu- 
tional Amendment abolishing slavery. 

11. What rights and protection have been given to 
colored people by later amendments. 



\^Refe7'ences. — Wilson's Slave Power in America; Lalor's Cyclopedia of l^olitical Science, etc., vol. iii., p. 725; 
Bancroft's, Von Holst's, McMaster's, Johnston's, and Schouler's Histories of the United States (see index) ; Garri- 
son's William Lloyd Garrison.] 



98 



THE TARIFF QUESTION. 



Write a brief history of this question, telling, — 



1. What is meant by "free trade," " protection to 
home industries," "tariff for revenue only." 

2. The nature of the first Tariff Act (1789). 

3. The effect of the War of 1812 on the demand for 
" protection." 

4. The relation of the tariff to "nullification." 



5. The nature of the Compromise Tariff Act of 
1833. 

6. The nature of the tariffs of 1846, 1857. 

7. The effect of the Civil War on the tariff. 

8. The changes in the tariff that have been made 
since the Civil War. 



{^References. — Taussig's Tariff History of the United States ; Johnston's, Schouler's, and other standard histories; 
Lalor's Cyclopaedia of Political Science, etc., vol. iii., p. 856.] 



lOI 



THE MONEY QUESTION. 



Write a brief account of this question, telling, 



1. What is meant by "legal tender," "the free coin- I 
age of silver and gold," "single gold standard," " bi- 
metallism," " bank money," " irredeemable paper 
money." 

2. The state of the currency during the Revolution 
and while the Articles of Confederation were in force. 

3. The measures adopted during Washington's 
administration to improve the currency. 



4. The relation of the currency to the panic of 

1837. 

5. The changes in the currency during the Civil 

War. 

6. When, how, and why silver was demonetized and 
remonetized. 

7. When and how specie payments were resumed. 

8. The nature of recent silver coinage acts. 



\^Refeiences. — Sumner's History of American Currency.; Bolles's Financial History of the United States; B.\N- 
croft's, McM aster's, and Schouler's Histories of the United States; Laeor's Cyclopaedia of Political Science, etc., 
vol. ii., p. 87S.] 



104 



THE CIVIL-SERVICE QUESTION. 



Write a brief account of this question, telling, 



1. When, with whom, and under what circum- 
stances, the expression originated, " To the victor 
l)elong the spoils." 

2. To what extent Federal offices have been used as 
rewards for party services. 

3. Why the Act of 1871 was made useless. 



4. The date and chief provisions of the Pendleton 
Civil-Service Bill. 

5. What each President has done to further this 
reform since the passage of the Pendleton Law. 

6. Your opinion of the value of this law to the 
President, to Congressmen, and to the public service. 



{^References. — Johnstg.n's American Politics (see index, " Civil Service ") ; Lalor's Cyclopitdia of Political Science, 
etc., vol. i., p. 47S ; Von Holst's Constitutional History of the United States, vol. ii., p. 13 ; Sumner's Life of Jackson, 
p. 145 ; The Reports of the Civil-Service Commission.] 



107 



OUR FLAG AND ITS DEFENDERS. 

Draw and color a picture of the flag. 



A soldier. A sailor. 



I lO 



Write a brief history of the flag. 

\Keference. — Lalor's Cycloposdia of Political Science, etc., vol. ii., p. 232.] 



Quote an appropriate sentiment in regard to the flag from " The Star-Spangled Banner 
or some patriotic speech. 



Suggestion to Teacher. — A flag drill might be arranged for a closing school exhibition. 

I I I 



LIBRARY OF CONGRESS 



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010 546 280 3 i 




